SPED 2001 Class Session Prep Guide #3 - Fall 2023

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Lorain County Community College *

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2001

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Law

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Apr 3, 2024

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docx

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Special Education Law – Fall 2023 Class Session Preparation Guide #3 Covering Your Classroom Guide to Special Education Law , Chapter 2 and The IEP Checklist , Chapter 8 Name ___________________________________________ From Your Classroom Guide to Special Education Law , Chapter 2 1. Looking at Johns’ list of strategies at the bottom of page 19, which of the “behaviors that educators can try to practice” might be easiest for educators to implement when interacting with parents? Which might be the most difficult? I think the easiest would be being on time, listening, and not interrupting while others are talking. On the other hand, I think the hardest may be giving the parents solutions that include their ideas. 2. Looking at page 20, what seems to be Johns’ biggest concerns about the teacher-parent relationship? a. I think Johns biggest concern is teacher judging parents. 3. What did Martin’s 2006 study find about parents’ participation in IEP meetings? a. The 2006 study showed that during IEP meetings parents are only talking 15% of the time while educators are talking about 51% of the time. This shows us that parents are not given enough time during these meetings. 4. What is a surrogate parent? a. A surrogate parent is someone appointed by the state when a child’s parents cannot be found, or the child is a ward of the state. 5. Looking at page 22, what would need to be in place for Johns to consider consent to truly be “parent informed consent”? a. The parents need to be completely informed of Johns evaluation or through his native language. 6. When is parental consent not needed in special education? a. Parental consent is not needed to review a child’s existing data, giving a test, or a revaluation. 7. As best you can understand from the text, what is an independent educational evaluation (IEE)? How might a parent-initiated evaluation be different? a. Independent educational evaluation is the parents right to an independent evaluation, paid by the public. If a parent initiates an evaluation they would go to a private examiner. 8. What do we learn about parent input and evaluations for special education in the Nalu Y. v. State of Hawaii case? a. We learned that a parent’s input should be valued and taken into consideration. Parents see their child more than the school staff and can be more aware of certain facts about their child. 9. The case study laid out in the “A Case of Mistakes and Missteps” section shows us a set of mistakes frequently made in special education. What mistakes did Mr. Jones make that intervention specialists should avoid? a. One of Mr. Jones mistakes was making a promise that he could not keep.

10. In the “Solutions to Common Mistakes” section, what mistakes regarding scheduling IEP meetings do special educators sometimes make? Some mistakes include not having enough time during meetings, making unrealistic plans, and not including all information. From The IEP Checklist , Chapter 8 11. Looking at the Challenge Scenario on, page 159-162, what are the concerns that James has expressed about his current special education program? James has expressed concerns with spending too much time in the sped classroom. He would rather be in the general education classrooms. Additionally, James stated, “I don’t want the other kids to see I suck at reading.” 12. Looking at the Challenge Scenario on, page 159-162, give two examples of how Ms. Davis and Mr. Atkins were creative in ensuring James has the “least restrictive environment” (LRE). One example would be when Mr. Atkins mentions creating a specific direction word to help James understand the directions when given in class. This can help James stay in the general education classroom. Another example would be when they suggested instead of taking James out of the general education class, they can work in the back for a couple of minutes each day. This allows James to stay in the gen ed classroom and not miss what the other students are doing. 13. Looking at the Challenge Scenario on, page 159-162, summarize the discussion the team has about James’ reading goal on his IEP. 2. The team discussed the fluency rate James will read at; 127 words correct per minute. They also decided to work towards this goal they will having James read more often and have him chart his own progress. Along with some flashcard activities. 14. According to Chapter 8, what will need to be in place before increasing the participation of a student with behavioral challenges in the general classroom? The IEP team would have to consider a range of aids and services that the school staff would need to know how to implement in necessary. The IEP team would also have to provide a positive behavior support plan. This plan must provide the student with ways to interact with their peers in a positive manner. 15. According to Chapter 8, what was must be considered before deciding whether a student with an intellectual disability should increase their participation in the general classroom? Students will an intellectual disability tend to miss a lot of time in the general education classroom because it is believed that the “gap” is too big. Therefore, the benefits of being in the general education classroom must outweigh the drawbacks. 16. According to page 168, what are some of the broader societal questions that must be considered about inclusion? “What would the students without disabilities gain from this experience?”

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